Professional Development Frameworkv0 9

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Division of Human Resources Professional Development Framework

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PROFESSIONAL DEVELOPMENT FRAMEWORK

STRATEGIC CONTEXT

Central Queensland University (CQU) is committed to investing in the development of itsstaff and to nurturing its intellectual capital (Management Plan Human Resources 2007-2010). CQU actively encourages and promotes professional development to provide

opportunities for all staff to develop their skills and abilities in support of the goals of theUniversity and their professional career enhancement. All staff are encouraged to be proactivein their participation and support for professional development.

CQU operates as a regionally based multi-campus university across Australia and someoverseas locations and has a decentralised professional development model. In addition toprofessional development provided within individual organisational units, professionaldevelopment is offered across the University by a number of internal providers (see AppendixA). This Professional Development Framework is designed to strengthen the professionaldevelopment focus and co-ordination across the University. It will assist the University in itsongoing commitment to attract, support, develop, reward and retain quality staff and to ensure

that they work in a positive and productive environment.

This Professional Development Framework aims to ensure professional developmentcontinues to build CQUs sustainability and competitiveness by undertaking the following:

articulating the role of professional development in contributing to the strategicdirection of the University;

outlining the scope and forms of professional development provided at CQU; ensuring good practice in the provision of professional development at CQU; identifying stakeholder responsibilities in relation to professional development; identifying reporting responsibilities in relation to professional development; and highlighting targets contained both within CQUs current strategic planning

documents and this document relating directly to building the organisational capacitythrough professional development.

The creation of a Professional Development Framework strengthens the connection betweenprofessional development and the Universitys strategic planning processes. The CQUStrategic Plan and the Management Plan Human Resources 2007-2010 have set directionsin terms of capabilities, knowledge and skills that we need to develop. The major focus forprofessional development activity is on the need to have a first class, responsive andcustomer-oriented infrastructure that supports the work of the University and our students(CQU Strategic Plan 2007-2011). Additionally one of the goals of the Management Plan forLearning and Teaching 2007 2010 is for CQU to be recognised as a leader in supporting,

recognising and rewarding effective learning and teaching. Staff, the most important resourcein achieving CQUs learning and teaching goals will be supported through the strengthenedprofessional development options available as a result of this Framework.


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SCOPE

This framework applies to all CQU general, academic and research employees.

PROFESSIONAL DEVELOPMENT APPROACH

Professional development is a purposeful learning activity designed to enhance a staffmembers or a teams knowledge, skills and attitudes relevant to their current work or toundertake a new role (Guskey, 2000). Professional development options include staffexchanges, internal and external secondments, international activities, conferences, seminars,formal study, action learning and special projects, faculty/work group specific training,apprenticeships and traineeships, job rotation, mentoring, on the job coaching andprofessional memberships (see Table 1). High quality professional development exists whereorganisational structures are designed to sustain rigorous and relevant professionaldevelopment strategies (McCaffery, 2004). The approach to professional development atCQU is to provide quality development opportunities for its staff.

Table 1:Professional Development OptionsInternal External

Participation in professional developmentprograms including workshops, seminars & shortcourses;

Informal on-the-job training; Staff study support (funding &/or time release); Internal secondments; Acting on higher duties; University research grants; Faculty research grants; Shadowing & mentoring arrangements; Outside Studies Program (OSPRO); and Cultivation of personal networks.

External research grants; External secondments including industry

secondments;

Participation in external workshops, seminarsand short courses;

Participation in &/or presenting at conferences; Staff exchanges; Cultivation of personal networks. Participation in external professional networks &

memberships; and

International activities.

The approach to professional development at CQU encompasses a holistic view of the need torecruit and select quality staff, to induct them, to train them and provide other opportunitiesfor their development. It also encompasses the need to appraise and reward their performanceand to provide, where possible, as part of succession planning, the chance to progress onappropriate career paths.

Professional development may be viewed as a cycle, as shown overleaf, which is repeated ateach organisational level as individuals grow personally and professionally. The professionaldevelopment cycle starts with recruitment and selection of new staff, then induction andorientation, followed by training as required for roles and level of appointment and theapplication and practice of skills and qualifications on the job. It culminates in the annualPerformance Review, Planning and Development (PRPD) process to provide feedback,identify further developmental needs and assess suitability for career advancement, oropportunities for lateral moves to accommodate personal aspirations, and/or organisationalneeds. Developmental needs may be met through attending professional development courses,undertaking formal courses to prepare for advancement to the next level, or otherdevelopmental activities such as attendance at conferences, undertaking projects or

secondments.


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Promotion, progression,

secondment, performance appraisal

Career Enhancement

Professional development

training, networking & other

develo ment activities

Recruitment, Induction &

Orientation, Probation

Figure 1: Professional Development Cycle

Adapted from University of Queenslandhttp://www.uq.edu.au/hupp/index.html

The professional development cycle diagram above shows that some staff will seek to moveon to the next level to further their career, once they have acquired sufficient experience anddemonstrated proficiency in their current role. Depending on the stage of their career, other

staff may choose to remain at the same level, but might seek to become more specialised ormulti-skilled to maintain job satisfaction. Individuals seeking career progression need to plantheir development, in conjunction with their supervisor, as part of the PRPD process. Assupervisors and staff members share information about career goals, this assists staff inchoosing developmental options, as well as enabling the supervisor to plan the developmentalactivities required for staff at each level and for different stages of their career. Neverthelesscareer paths are not prescribed and cannot be guaranteed for any particular individual toprogress automatically.

The Professional Development Framework encompasses all aspects of career development forstaff in the University. There are many avenues of professional development available for

staff and these may vary according to differing needs during different phases of a career. TheCareer Development Guides for general and academic staff, depicting the career developmentpaths as outlined above, are shown in the tables overleaf:


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Table 2: General Staff Career Development GuideProbation Building a Professional

ProfileContinuing Professional

DevelopmentInduction &understandingthe role &universityenvironment(6 months).

CQU induction &orientation, supervisorsexplaining the role, thenature of CQU & itsstudents, PRPD, Code ofConduct.

Working at CQU informationsessions & attending CQUgeneric development programsprovided by relevantorganisations.

Embedding leadership & strategiccapacities (Levels 7 10): leadershipdevelopment programs includingCQU Leadership DevelopmentProgram.

Intro toworkplacesystems &processes.

Training in universitiessystems, technologies &processes.

Building a professional toolkitincluding memberships ofprofessional organisations &development activitiesidentified through PRPD.

Sustaining Leadership (Executivedevelopment programs): contextualawareness, retreats, executivecoaching, collaboration with peers,networking.

Probationary reviews completed withsome elements compulsory for successfulcompletion of probation.

EndofProbationandReviewwithS

upervisor

Generic capabilities of generalstaff (technical &administrative skills) assessed& built.

MovingintoLeadership

Succession & workforce planning forfuture leaders, managers & staff.

Supervisors and staff negotiate individual professional development requirements as part of the PRPD process.

Table 3: Academic Career Development Guide

ProbationBuilding a Professional

ProfileContinuing Professional

DevelopmentInduction(6 months)- early careerorientation

CQU induction &orientation, PRPD,Code of Conduct,teaching & learningorientation program.

Maintenance of corecapabilities & development ofnew knowledge & skills toadvance career via mentoring& preparation for promotion.

Embedding Leadership(Levels A - C):Leadership & managementcapability & governance knowledge& skills development.

Understandingthe Universityenvironment

Acquisition of basiccapabilities for the role& success in thisenvironment, roles &responsibilitiesdocument, mentorallocated.

Maintenance & developmentcurriculum knowledge, skills &expertise includingmembership of professionalorganisations.

Induction & professionaldevelopment including mentoring foractivities associated with new rolee.g. Course Coordinator, ProgramDirector, Head ofSchool/Department, Research CentreHead, Associate Dean.

Development ofknowledge &skills inLearning &Teaching.

Early career academicdevelopment program,Graduate awardprograms in learning &teaching.

Reflection, continuingprofessional development,collaboration with peers bothwithin CQU & externally,supervisor/mentor coaching.

CQU Academic Heads Program &CQU Leadership DevelopmentProgram.

Introduction to

the researchenvironment.

Early career research

development &mentoring

Professional development for

mid career teachers &researchers, development ingrant writing etc.

Sustaining leadership (Levels C - E):

contextual awareness, retreats,executive coaching, collaborationwith peers, 360 degree feedback.

Introduction toworkplacesystems &processes.

Training in Universitysystems, technologies& processes.

Acquisition of new & refreshertraining including contextualknowledge & skillsdevelopment.

Succession & workforce planningfor future leaders, managers & staff.

Some elements are compulsory forsuccessful completion of probation.

EndofProbationandReviewwithSupervisor

Re-energising & on-goingdevelopment of mature careeracademics.

MovingintoLeadership

Monitoring changes and developingnetworks across the higher educationsector.

Supervisors and staff negotiate individual professional development requirements as part of the PRPD process.


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KEY ACTIONS FOR FACIL ITATING PROFESSIONALDEVELOPMENT AT CQU

To facilitate the implementation of this Professional Development Framework, the following

actions need to be implemented across the University by responsible staff: Clearly articulate and communicate stakeholder responsibilities; Ensure clear links to organisational and area specific goals; Provide positive and visible leadership support for professional development; Undertake continual environmental scanning and needs analysis for professional

development;

Development of professional development plans and policies that integrate universityand area specific professional development needs;

Collaboration among professional development providers to meet the changing needsof the organisation;

Evaluation that encompasses staff learning and its contribution to organisationalcapability building; and

Reporting that informs the effectiveness of professional development activities andassists in planning for future strategies and activities.

STAKEHOLDER RESPONSIBIL ITIES

EXECUTIVES

Lead the university community to facilitate meaningful engagement in professionaldevelopment through:

Articulating and modelling a clear vision and expectation of professional developmentplanning;

Ensuring that work plans and budgets include reference to funding and reporting ofprofessional development for all staff groups;

Developing a clear understanding of the future needs of University/work areas toensure that professional development is incorporated into workforce planning;

Ensuring time release, leave provisions, funding and access to professionaldevelopment are allocated equitably in line with the Universitys strategic goals andneeds;

Demonstrating leadership behaviours that encourage a performance culture whereprofessional development is an on-going embedded process; and

Facilitating a flexible organisation where changing organisational and strategicdemands can be readily accommodated in support of emergent developmental needs.SUPERVISORS

Support staff to access professional development by:

Taking joint responsibility with staff for supporting and promoting professionaldevelopment and ensuring that it takes place and is disseminated effectively;

Ensuring that all new staff participate in induction and orientation processes so theyhave the necessary information to carry out their responsibilities and functioneffectively in their role;

Taking responsibility for ensuring that access to professional development is equitablefor all staff;

Anticipating emergent skill development requirements through work area planningand needs analysis;


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Ensuring that CQUs strategic goals align with current and/or future career needs ofthe individual through the PRPD process;

Undertaking the PRPD process to ensure staff have professional developmentrequirements clearly articulated aligning with University and work area goals;

Encouraging the use of local expertise for mentoring and coaching; Negotiating appropriate time release, leave provisions, funding and access with staff in

line with the work areas strategic goals and needs;

Establishing behaviours and practices that actively encourage a performance culturewhere professional development is an on-going embedded process; and

Ensuring professional development activity is recorded in CQU systems and report onthe effectiveness of professional development activities against the StaffingExcellence and Proficiency Scorecard.

STAFFAssume joint responsibility for professional development by:

Taking responsibility for professional development with direct supervisors by activelyparticipating in various activities, including staff induction and orientation, andidentifying key areas which will assist in personal and professional developmentduring the PRPD process;

Engaging in professional development activities consistent with the Universitys andwork areas strategic goals; and

Implementing and disseminating outcomes of professional development activity tobenefit other colleagues.

INTERNAL PROFESSIONAL DEVELOPMENT PROVIDERS (see Appendix A)

Support co-coordinated network learning and partnership through:

Achieving consistent professional standards through evaluation processes; Contributing to effective communication and co-ordination between professional

development providers;

Ensuring the provision of staff induction and orientation programs for all new staff; Considering life-cycle needs of different staff cohorts and different stages of career

development, taking into account sessional, early, mid and mature careerrequirements;

Keeping up-to-date with new initiatives in professional development includingundertaking research, dissemination, investigation and collaborative evaluation ofCQU practice;

Enabling collaboration across the whole institution ensuring professional developmentknowledge is shared and distributed effectively; and

Having qualitative and quantitative data at hand to report effectiveness of all internalprofessional development against University strategic indicators and targets andrecommend improvements.

PROFESSIONAL DEVELOPMENT AT CQUThis Professional Development Framework highlights enabling environments and keytargets which will support an embedded professional development culture. The followingissues need to be addressed as part of the Professional Development Framework to

strengthen the Universitys approach to professional development.


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REPORTING

Effective and systematic reporting of professional development activities is fundamental toachieving the aims of the Professional Development Framework and assessing the benefitsachieved. It ensures equitable access for all staff and assists in planning and budgeting futureactivities. Currently, through the centralised budget process, two percent of budget is

allocated for professional development.

EVALUATION

All internal professional development providers need to measure the effectiveness ofindividual programs through appropriate evaluation mechanisms. Kirkpatrick and Guskey(Guskey, 2000) provide a model of assessment which it is proposed CQU adopt to provide aconsistent measurement of quality, value and impact of professional development across theUniversity. The five main evaluation criteria include:

1. Participant Reactions: How well was the professional development received?2. Participant Learning: Did participants acquire the intended knowledge and skills?3. Organisational Support and Change: Did the organisation support and share the

results of the professional development?4. Participant use of New Knowledge and Skills: Did participants effectively apply

the new knowledge and skills?5. Outcomes: What was the impact on the core business of the University?

It is recommended that CQU adopt a consistent measure to evaluate professionaldevelopment activity across the University. Useful templates and tools can be furtherdeveloped and made accessible on the web to help foster a standardised evaluation andmeasurement process. This will assist the University to assess the impact of professionaldevelopment activities in achieving its goals.

ACCESS & PARTICIPATION

The University has an organisational responsibility to ensure that funding and time isallocated for staff to be able to participate in professional development. Consideration as tothe specific career (life cycle) needs of staff needs to be given when planning professionaldevelopment activities to engage, and continually re-engage staff in a career-long learning

journey. It is expected that staff take personal responsibility to keep their knowledge andskills current and for engaging in learning new skills and practices in partnership withcolleagues and managers.

All staff need to be able to access some form of professional development or resource to

support them in their roles. CQU will strive for fairness for all staff to access professionaldevelopment with a reference to need rather than a dollar or hour value. Fairness will beafforded by the opportunity for all staff to apply for a range of professional developmentactivities with staff having access to an equitable and equivalent entitlement of professionaldevelopment activities. Centrally funded professional development activities for targetedstrategic priorities and/or legislative requirements may provide an additional entitlement ofprofessional development for targeted staff.

CAPABILITY BUILDING

Professional development should be focused on building the Universitys capabilities inteaching, research, leadership, management and governance in addition to facilitating

legislative compliance requirements such as risk management and strengthening supportand services to students. Staff require core/specific skills to complete their day to day jobsas well as a range of generic skills and capabilities including the ability to understand and


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interact with others as well as the ability to be customer oriented and adaptable within theculture of the organisation. Internal professional development providers need to continue towork with a co-operative partnership approach directed towards different cohorts of staff.

RECOMMENDATIONS TO SUPPORT PROFESSIONALDEVELOPMENT

ACTION RREESSPPOONNSSIIBBIILL IITTYY TTAARRGGEETTSS

Strengthen the link betweenprofessional development &strategic planning processesthrough an annual review ofprofessional developmentactivity in faculty & work areaplanning processes.

Relevant VCE member will ensurethat there is appropriate provision forprofessional development & that it isaligned to strategic objectives whendeveloping & reviewing faculty &work area plans.

All supervisors as part of their reportsto Executive Deans & Division Heads.

Annual reporting of theactivities & budgetexpended on professionaldevelopment activities byeach VCE member for theirportfolio (February forreports on the previousyear).

A business case for fundingprofessional developmentactivities to be made to VCE toaddress strategic priorities.

Internal & external professionaldevelopment providers will provideappropriate information to informdecision-making.

Annually in line withUniversity planningtimeframes.

STRATEGICI

NDICATORS

Develop budget allocationguidelines for professionaldevelopment across theUniversity including forcentrally conducted strategicpriorities.

VCE To be developed for the2008 budgeting process.

Improved reporting ofprofessional developmentactivities & budget in all work

areas to support the StaffingExcellence & ProficiencyScorecard & to providerecommendations for thefollowing years budget.

Faculties & Divisions & Heads ofwork areas including HOS/D (toensure no double dipping).

DHR /Financial Services Division

Reporting of participation &funds expended &improvements provided to

Council via the Scorecardreporting process &annually to VCE byDecember to informplanning.

Professional developmentreporting template developedto assist all work areas.

DHR By December 2007.

REPORTING

Enhancement of the Alesco &implementation of the Training& Development module toenable consistent universityreporting of all professionaldevelopment activities.

VCE to endorse resources to furtherdevelop University professionaldevelopment IT module.

DHR & Division of InformationTechnology.

Submission of BusinessCase for implementation ofthe training & developmentmodule to be provided tothe Executive Director(Resources) by October2007.

All internal & externalprofessional developmentactivities to use consistentevaluation processes.

VCE support for improved evaluationprocesses for all professionaldevelopment.

DTLS & DHR to work with internalprofessional development providers todevelop & adopt standardisedevaluation tools.

Reporting process forprofessional developmentactivities to includereference to evaluationprocesses.

Implementation byDecember 2007.

EVALUATION

Outcomes from the evaluationof internal & externalprofessional developmentprograms to be reportedannually by all internalproviders.

DHR to lead internal professionaldevelopment providers in reporting onevaluative review outcomes.

Implementation byDecember 2007 through aProfessional DevelopmentCommittee reporting toVCE.


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ACTION RREESSPPOONNSSIIBBIILL IITTYY TTAARRGGEETTSS

Facilitate a professionaldevelopment culture in thework planning process.

Formulation of acomprehensive careermanagement site to informstaff on career pathways,workshops & support.

All supervisors & staff.

DHR.

Annually within PRPD,operational planning &reporting processes.

Implementation by June2008

CQU to continue to providecost effective internalprofessional developmentopportunities and to setstrategic priorities for centrallyfunded professionaldevelopment programs.

VCE, DTLS & the DHR. Annually as part of strategicplanning & annual review ofthe Management Plan HR& budget allocation process.

Review all policies relating toprofessional development &develop guidelines to supportsupervisors & staff to ensurethat staff have equitable access.

Professional development guidelinesin Faculties & Divisions to underpinthe Professional DevelopmentFramework developed in conjunctionwith DTLS & DHR.

Review undertaken byDecember 2007 & ready forimplementation in 2008.

ACCESS

Implementation of fundedProfessional DevelopmentScholarship programs for staffthat do not have access toprofessional development.

DHR to lead in consultation withinternal professional developmentproviders, Dean, Financial ServicesDivision & VCE

Recommendationssubmitted by January 2008

Statistical Measures:

y % of academic staff withrelevant teachingqualifications

y Numbers of academic staffseeking & achievingpromotion.

y % of Academic Staffholding PhD & other higherqualifications & staffundertaking higher degrees.

y % of staff attrition &retention (excludingcontract staff).

y Research output reportedfor all academic & researchstaff.

Faculties, DTLS &DHR.

DHR

DHR

DHR

Executive Deans

Reporting of these measuresto the Staffing Excellence &Proficiency Scorecard.

Annual report of researchoutput to VCE.

Induction processes improvedboth at University & localwork areas to effectivelytransfer organisationalknowledge & skills to all newemployees.

DTLS & DHR & all Heads of workareas University-wide

Increase in % of new staff(inc casual staff) attendinginduction programs & >75%staff satisfied that inductionhelped work performance inthe first 6 months

CABILITYB

UILDING

INDICATORS

Development of a StrategicStaffing Profile for futurestaffing capability.

DHR & VCE. Report on strategic targets& indicators relating toprofessional developmentfor the annual reporting ofthe Management Plan Human Resources.


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CONCLUSIONIn order for the University to provide strategic input into professional development activities anumber of improvements need to be addressed. These improvements include the reportingcapability, evaluation processes and barriers to staff participation in professionaldevelopment. Targets and indicators supporting professional development provide a way

forward to direct activity and guide organisational priorities. The recommendations in thisProfessional Development Framework provide a basis for building the organisations capacityto further develop all staff.


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RELATED DOCUMENTS

GENERAL POLICIES

Staff Development PolicyStaff Study Support Policy

Staff Development PlanActing On Higher Duties PolicyManagement Plan for Learning and Teaching 2007 - 2010Performance Review, Planning and Development - Academic EmployeesPerformance Review, Planning and Development - Academic Staff - Assessment ReportPerformance Review, Planning and Development - Academic Staff - Self-Assessment ofPerformancePerformance Review, Planning and Development - Senior ManagementPerformance Review, Planning and Development General Staff Employees PolicyPerformance Review, Planning and Development General Staff Process DocumentSecondments PolicyStrategic Plan 2007-2011Vice-Chancellor's Award for Emerging ResearchersVice-Chancellor's Awards for Excellence to General Staff Policy

GENERAL POLICIES - ACADEMIC STAFF

Outside Studies Program (OSPRO) PolicyAcademic Promotion / Accelerated Progression PolicyMentoring - Academic Staff Policy

GENERAL POLICIES - GENERAL STAFF

General Staff Training and Development Policy

GENERAL POLICIES SENIOR STAFF

Professional Development Program (PDP) - Senior General StaffSTAFF DEVELOPMENT POLICIES FROM OTHER WORK AREAS

DTLS POLICIES

DTLS Compulsory Training and Discipline Maintenance Policy (Version: 3)DTLS Staff Development SupportDTLS Staff Study Support PolicyDTLS Staff Development Committee Terms of Reference

LIBRARY POLICIES

Library - Staff DevelopmentLibrary - Training Rooms

Terms of Reference for Library Staff Development Committee

RESEARCH SERVICES POLICIES

Research and Research Training Management Report 2001
http://policy.cqu.edu.au/Policy/policy.jsp?policyid=504http://policy.cqu.edu.au/Policy/policy.jsp?policyid=217http://policy.cqu.edu.au/Policy/policy.jsp?policyid=227http://policy.cqu.edu.au/Policy/policy.jsp?policyid=680http://policy.cqu.edu.au/Policy/policy.jsp?policyid=258http://policy.cqu.edu.au/Policy/policy.jsp?policyid=257http://policy.cqu.edu.au/Policy/policy.jsp?policyid=256http://policy.cqu.edu.au/Policy/policy.jsp?policyid=256http://policy.cqu.edu.au/Policy/policy.jsp?policyid=238http://policy.cqu.edu.au/Policy/policy.jsp?policyid=238http://policy.cqu.edu.au/Policy/policy.jsp?policyid=237http://policy.cqu.edu.au/Policy/policy.jsp?policyid=255http://policy.cqu.edu.au/Policy/policy.jsp?policyid=246http://policy.cqu.edu.au/Policy/policy.jsp?policyid=703http://policy.cqu.edu.au/Policy/policy.jsp?policyid=486http://policy.cqu.edu.au/Policy/policy.jsp?policyid=330http://policy.cqu.edu.au/Policy/policy.jsp?policyid=356http://policy.cqu.edu.au/Policy/policy.jsp?policyid=253http://policy.cqu.edu.au/Policy/policy.jsp?policyid=482http://policy.cqu.edu.au/Policy/policy.jsp?policyid=230http://policy.cqu.edu.au/Policy/policy.jsp?policyid=323http://policy.cqu.edu.au/Policy/policy.jsp?policyid=5http://policy.cqu.edu.au/Policy/policy.jsp?policyid=643http://policy.cqu.edu.au/Policy/policy.jsp?policyid=3http://policy.cqu.edu.au/Policy/policy.jsp?policyid=223http://policy.cqu.edu.au/Policy/policy.jsp?policyid=591http://policy.cqu.edu.au/Policy/policy.jsp?policyid=579http://policy.cqu.edu.au/Policy/policy.jsp?policyid=598http://content.cqu.edu.au/FCWViewer/getFile.do?id=629http://content.cqu.edu.au/FCWViewer/getFile.do?id=629http://policy.cqu.edu.au/Policy/policy.jsp?policyid=598http://policy.cqu.edu.au/Policy/policy.jsp?policyid=579http://policy.cqu.edu.au/Policy/policy.jsp?policyid=591http://policy.cqu.edu.au/Policy/policy.jsp?policyid=223http://policy.cqu.edu.au/Policy/policy.jsp?policyid=3http://policy.cqu.edu.au/Policy/policy.jsp?policyid=643http://policy.cqu.edu.au/Policy/policy.jsp?policyid=5http://policy.cqu.edu.au/Policy/policy.jsp?policyid=323http://policy.cqu.edu.au/Policy/policy.jsp?policyid=230http://policy.cqu.edu.au/Policy/policy.jsp?policyid=482http://policy.cqu.edu.au/Policy/policy.jsp?policyid=253http://policy.cqu.edu.au/Policy/policy.jsp?policyid=356http://policy.cqu.edu.au/Policy/policy.jsp?policyid=330http://policy.cqu.edu.au/Policy/policy.jsp?policyid=486http://policy.cqu.edu.au/Policy/policy.jsp?policyid=703http://policy.cqu.edu.au/Policy/policy.jsp?policyid=246http://policy.cqu.edu.au/Policy/policy.jsp?policyid=255http://policy.cqu.edu.au/Policy/policy.jsp?policyid=237http://policy.cqu.edu.au/Policy/policy.jsp?policyid=238http://policy.cqu.edu.au/Policy/policy.jsp?policyid=256http://policy.cqu.edu.au/Policy/policy.jsp?policyid=256http://policy.cqu.edu.au/Policy/policy.jsp?policyid=257http://policy.cqu.edu.au/Policy/policy.jsp?policyid=258http://policy.cqu.edu.au/Policy/policy.jsp?policyid=680http://policy.cqu.edu.au/Policy/policy.jsp?policyid=227http://policy.cqu.edu.au/Policy/policy.jsp?policyid=217http://policy.cqu.edu.au/Policy/policy.jsp?policyid=504


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REFERENCESCorporate Services Projects (Quality Office), 2007, REPORT Action Plan for AQUA AuditReport- November 20 2006, Central Queensland University.

Guskey, Thomas R., 2000, Evaluating Professional Development, Conwin, Thousand Oaks,CA.

McCaffery, P., 2004,The Higher Education Managers Handbook, Effective Leadershipand Management in Universities and Colleges, RoutledgeFalmer, London.

Report of an audit of Central Queensland University, Australian Universities Quality Agency,AUQA Audit Report Number 39 (February 2006), AUQA.

Central Queensland University wishes to acknowledge RMIT University as a source of part of this documentand for their permission to use it. It also wishes to acknowledge the University of Queensland for the source

of parts of the document.


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APPENDIX A

INTERNAL TRAINING PROVIDERS

Faculty / Division Training Offered WeblinkDivision of HumanResources

Generic university professionaldevelopment

Induction & Orientation for newstaff

Health & Safety training &Inductions

Equity Programs Alesco

Professional Development offered by HR

Health and Safety Training

Equity and Diversity Training

Division of Teaching &Learning Services

Academic professionaldevelopment

Design, development, production&delivery of flexible learning

materials Bridging programs Learning support to students Administrative support services.

www.dtls.cqu.edu.au

Financial ServicesDivision

Finance PeopleSoft (Finance)

[email protected]

Information TechnologyDivision

ISL Impromptu

www.cqu.edu.au/itd

Division of L ibraryServices

Research techniques www.library.cqu.edu.auResearch Services Research

Research supervisionwww.cqu.edu.au/research/research.html

Student Administration PeopleSoft (Student Records) http://www.cqu.edu.au/studinfo/admin/studrecords/studrecordspsofttraining.htm
http://www.hr.cqu.edu.au/FCWViewer/view.do?page=2099http://facultysite.cqu.edu.au/FCWViewer/view.do;jsessionid=8a4d0571ceae6977be8f2a345f48272e036828b5c54.e3qMb3iTbNmPe38Ka38Rc3aTchj0n6jAmljGr5XDqQLvpAe?page=1685http://equity.cqu.edu.au/http://www.dtls.cqu.edu.au/mailto:[email protected]://www.cqu.edu.au/itdhttp://www.library.cqu.edu.au/http://www.cqu.edu.au/research/research.htmlhttp://www.cqu.edu.au/studinfo/admin/studrecords/studrecordspsofttraining.htmhttp://www.cqu.edu.au/studinfo/admin/studrecords/studrecordspsofttraining.htmhttp://www.cqu.edu.au/studinfo/admin/studrecords/studrecordspsofttraining.htmhttp://www.cqu.edu.au/studinfo/admin/studrecords/studrecordspsofttraining.htmhttp://www.cqu.edu.au/research/research.htmlhttp://www.library.cqu.edu.au/http://www.cqu.edu.au/itdmailto:[email protected]://www.dtls.cqu.edu.au/http://equity.cqu.edu.au/http://facultysite.cqu.edu.au/FCWViewer/view.do;jsessionid=8a4d0571ceae6977be8f2a345f48272e036828b5c54.e3qMb3iTbNmPe38Ka38Rc3aTchj0n6jAmljGr5XDqQLvpAe?page=1685http://www.hr.cqu.edu.au/FCWViewer/view.do?page=2099


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Filename: PROFESSIONAL DEVELOPMENT Frameworkv0 9.Doc

Prepared By: Fisherm Last Saved: Fisherm 01 June 2007

Current Status Final Current Version: V0.9

Version Status Action By Whom Date

0.1 Draft Development Marilyn Fisher 23 February 2007

0.2 Review Team Review Barbara Stubbs 28 February 2007

0.3 Review Team Review Nerine Williams 9 March 2007

0.4 Review Independent Review Gillian Adams 15 March 2007

0.5 Review Management Review David Swann 16 March 2007

0.6 Review Management Review Marilyn Fisher 16 March 2007

0.7 Draft Final Final Marilyn Fisher 10 April 2007

0.8 Draft Final Final Marilyn Fisher 15 May 2007

0.9 Final Approval Marilyn Fisher 01 June 2007

Professional Development Frameworkv0 9

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